Bibliography
Amazing Women in American History
Sue Heinemann
Amelia Earhart
Marilyn Rosenthal and Daniel
Freeman
Clara Barton
Kathleen W. Deady
Coretta Scott King Civil Rights Activist
Joanne Mattern
Eleanor Roosevelt More than a First Lady
Joanne Mattern
Elizabeth Cady Stanton and Susan B.Anthony Fighting Together for Women’s Rights
By Joanne Mattern
Grace Hopper Computer Pioneer
Joanne Mattern
Harriet Tubman
Margo McLoone
Helen Keller
Muriel L.Dubois
Katharine Graham and 20th American Journalism
Muriel L. Dubois
Rosa Parks
Muriel L. Dubois
Sojourner Truth Early Abolitionist
Joanne Mattern
What Every American Should Know About Women’s History by Christine Lunardini,
Ph.D.
Name:____________________________
Explore and Find
1.
2.
3.
4.
5.
6.
How old was Amelia Earhart when she disappeared? ____________________
What job did Clara Barton have? _________________________________
Who was Helen Keller’s teacher? ______________________________
Name Coretta Scott King’s husband. ___________________________
Katherine Graham was president of what publication? ____________________
Eleanor Roosevelt worked as a volunteer for whom?
_________________________________________________________
7. What was Sojourner Truth’s name when she was a slave? _______________
8. Where and w
9. When was Elizabeth Cady Stanton born? _____________________
10. What job did Susan B. Anthony have? ______________________________
11. When did Elizabeth Cady Stanton and Susan B. Anthony meet?
__________________________________________________
12. What did Grace Hopper invent in 1953? ____________________________
13. On what date did Rosa Parks refuse to give up her seat on the bus?
______________________________________________
14. What was the name of the group in which Harriet Tubman was an important part?
____________________________________________________
15. Which two women were slaves? _________________________________
Title of Unit:Women in American History
Author(s):Elaine Williamson
Lesson Plan Day 1
State Goal: 16 Understand events, trends, individuals, and movements shaping the
history of Illinois, The United States and other nations.
Standard
 B Understand the development of political events
 Identify influential women and describe their contribution in history.

Teaching and Learning Event: After opening activities, read the letter from the Altar
Sodality(or other women’s group) to students. Encourage discussion on how to
accomplish the task of making a booklet about women for the ladies’group. Display trade
books on women in American History (see bibliography) and invite students to read them
in order to learn more about these women.
Description and Detailed Sequence of Activities:

Time Line: One day
Books:see bibliography
Equipment Name:
Materials: chart paper, marker, trade books, pictures of women to be studied. You
may use the pictures on the covers of the trade books if no others are available.
Resources - Web Sites:
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit :Women in American History
Author(s): Elaine Williamson
Lesson Plan Day 2
State Goal: 16 Understand events, trends, individuals, and movements shaping the
history of Illinois, The United States and other nations.
Standard
 B Understand the development of political events
 Identify influential women and describe their contribution in history.

Teaching and Learning Event: Invite each child to tell some things they learned
about a woman that they read about. Write the shared information on chart paper.
Description and Detailed Sequence of Activities:
 Discuss the things that the women have accomplished. Have students ask
each other questions about the women and their lives. Ask children to choose
another book to read. Ask what we need to find out about these women and
their lives. Record the students’ questions on chart paper. Remind children
to look for answers to these questions as they are reading.
Time Line: one day
Books: see bibliography
Equipment Name:
Materials: trade books, chart paper.
Resources - Web Sites:
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit:Women in American History
Author(s):Elaine Williamson
Lesson Plan Day 3
State Goal: 16 Understand events, trends, individuals, and movements shaping the
history of Illinois, The United States and other nations.
Standard
 B Understand the development of political events
 Identify influential women and describe their contribution in history.

Teaching and Learning Event: Research on computers for information to put in
booklets.
Description and Detailed Sequence of Activities:
 Review questions from chart created the previous day. Record responses to
questions as students supply them, using chart paper. Go to computers and
continue research for booklet. Students may wish to find other facts about
the time period in which their chosen person lived.
Time Line: one day
Books: See bibliography
Equipment Name: computers
Materials: chart paper, trade books
Resources - Web Sites: Google, Ask Jeeves, Yahooligans, Yahoo
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit:Women in American History
Author(s):Elaine Williamson
Lesson Plan Day 4
State Goal: 16 Understand events, trends, individuals, and movements shaping the
history of Illinois, The United States and other nations.
Standard
 B Understand the development of political events
 Identify influential women and describe their contribution in history.

Teaching and Learning Event: Allow time for students to share information
collected the previous day. Record information on chart paper.
Description and Detailed Sequence of Activities:
 Distribute worksheet for writing assignment, ”You are a Woman in
American History”. Allow students this time period in which to write a short
essay on whom they would like to be, how they would feel, what they would
do.
Time Line: one day
Books: see bibliaography
Equipment Name:
Materials: Sheet entitled You are a Woman in American History
Resources - Web Sites:
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit:Women in American History
Author(s):Elaine Williamson
Lesson Plan Day 5
State Goal: 16 Understand events, trends, individuals, and movements shaping the
history of Illinois, The United States and other nations.
Standard
 B Understand the development of political events
 Identify influential women and describe their contribution in history.

Teaching and Learning Event: Creating and sharing Women in American History
trading cards.
Description and Detailed Sequence of Activities:
o Distribute index cards to students. Ask them to make trading cards
with a woman’s name on the front and facts about her on the back.
Divide the children into groups for this activity. Each group should
make 5 cards. Allow students to share and exchange cards with other
groups.
Time Line: One day
Books: See bibliography
Equipment Name:
Materials: Index cards, trade books
Resources - Web Sites:
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit:Women in American History
Author(s):Elaine Williamson
Lesson Plan Day 6
State Goal: 16 Understand events, trends, individuals, and movements shaping the
history of Illinois, The United States and other nations.
Standard
 B Understand the development of political events
 Identify influential women and describe their contribution in history.

Teaching and Learning Event: Fill out answer sheets at computer. Use websites
approved by your school.
Description and Detailed Sequence of Activities: Distribute worksheets to students.
Go to computers in order to fill out worksheets. Allow students to use trade books to
answer questions not found on websites.

Time Line: One day.
Books: See bibliography
Equipment Name: Computers
Materials: Worksheet, trade books.
Resources - Web Sites: Ask Jeeves, Google, Yahooligans, Yahoo.
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit:Women in American History
Author(s):Elaine Williamson
Lesson Plan Day 7
State Goal: 16 Understand events, trends, individuals, and movements shaping the
history of Illinois, The United States and other nations.
Standard
 B Understand the development of political events
 Identify influential women and describe their contribution in history.

Teaching and Learning Event: Create a cover for your class project.
Description and Detailed Sequence of Activities: Students work together to create a
cover for their booklet. Brainstorm ideas for the cover. Record ideas on chart paper.
Vote on the ideas. Create the cover. Laminate the cover.

Time Line: One day
Books: See bibliography
Equipment Name: Laminator
Materials: chart paper, construction paper, crayons or markers.
Resources - Web Sites:
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit:Women in American History
Author(s):Elaine Williamson
Lesson Plan Day 8
State Goal: 16 Understand events, trends, individuals, and movements shaping the
history of Illinois, The United States and other nations.
Standard
 B Understand the development of political events
 Identify influential women and describe their contribution in history.

Teaching and Learning Event: Create final product to be sent to ladies’ group.
Description and Detailed Sequence of Activities: class arranges pages in order they
wish them to appear in the booklet. Allow some time for students to finalize their pages.
Go to book binder and bind the book. Tell class that you will deliver it to the
ladies’group.

Time Line: One day
Books: See bibliography
Equipment Name: bookbinder, computers if needed.
Materials:
Resources - Web Sites:
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Title of Unit:Women in American History
Author(s):Elaine Williamson
Lesson Plan Day 9
State Goal: 16 Understand events, trends, individuals, and movements shaping the
history of Illinois, The United States and other nations.
Standard
 B Understand the development of political events
 Identify influential women and describe their contribution in history.

Teaching and Learning Event: evaluation of student understanding of the unit
Description and Detailed Sequence of Activities: distribute sheet “Women and
American History Quiz. Allow students the class period to complete the quiz.

Time Line: One day
Books:
Equipment Name:
Materials: Quiz sheets
Resources - Web Sites:
Resources – Software:
TRADEBOOKS ARE INTRODUCED AT THE BEGINNING OF THE UNIT. THESE
BOOKS ARE AVAILABLE AND ACCESSIBLE TO STUDENTS THROUGHOUT
THE UNIT.
Women in American History Quiz
Sojourner Truth
Eleanor Roosevelt
Katherine Graham Helen Keller
Clara Barton Amelia Earhart Elizabeth Cady Stanton and Susan B. Anthony
Harriet Tubman Rosa Parks Grace Hopper Coretta Scott King
Choose the name of the correct woman to answer the question
1. Who went to jail for refusing to give up her seat on a bus?
__________________
2. Who was the first woman to fly across the Atlantic Ocean alone?
________________________________
3. Who worked with her husband for Civil Rights for black people?
_____________________________________________
4. During the Civil War, who helped African American soldiers?
________________________________________________________
5. Who was famous for her work with computers?
_______________________________________________
6. Who was famous for her work with the Underground Railroad?
____________________________________________
7. Who worked together to fight for women’s rights?
____________________________________________________________
8. Who was the first president of the American Red Cross?
_________________________________________________________________
9. Who worked for the American Foundation for the Blind?
______________________________________________________________
10. Who became a United States representative for the United Nations?
________________________________________________
11. Who owned and operated one of the most important newspapers in the
world? ___________________________________________
Integrated Curriculum and Instruction Design: InquiryBased Learning
Authors:
Title:
Goals/Standards: (#’S)
State Goal 16 Understand events, trends,
individuals ,and movements shaping the
history of Illinois, the United States and
other nations.
Learning Standard B. Understand the
development of political events.
Benchmark: Identify influential women
and describe their contribution to history
Grade Level:
CONTEXT
Engaging the Learner
Hook-display pictures of women to
be discussed and ask students to list
ways that these women may have
something in common. Challenge
students to relay any knowledge
they may have about the women
being discussed.
Record knowledge on chart and
display in classroom.
Teaching





The Altar Sodality sends a letter
asking our class for information
about women in American History
and asking the students to compile
an informational booklet.








Read letter to students
accomplish our goal. U
time for students to dis
paper.
Display pictures of wo
ways that these women
Distribute books on wo
Divide children into gr
Historical Periods, cur
Ask students to write a
material as research.
Begin working on thei
about their particular w
Use the Internet to con
additional information
woman lived and find
Summarize and contin
Compile reports into a
Send book to Altar Sod
Use WAC chart to iden
Use category sheet to i
Distribute a reading pr
they would like to be.
Who would they be? S
Individ
Evaluate student paragra
woman that they would l
Create a booklet about women in
American History. Booklet will be decision.
Evaluate entries for book
displayed at an Altar Sodality
meeting.
Final Team Performance
 = outcome is assessed
(Number refers to assessment)
Emily Alford, 1998
*Numbers after Te
Integrated Curriculum and Instruction Design: InquiryBased Learning
Authors:
Title:
Goals/Standards: (#’S)
Grade Level:
CONTEXT
Engaging the Learner



Final Team Performance
they would be.
Use subtraction to
and how old she w
Use fractions in re
still alive today, c
Make cards to sor
Indi
 = outcome is assessed
(Number refers to assessment)
Emily Alford, 1998
*Numbers after Teaching
Integrated Curriculum and Instruction Design: InquiryBased Learning
Authors:
Title:
Goals/Standards: (#’S)
Grade Level:
CONTEXT
Engaging the Learner
Final Team Performance
Indiv
 = outcome is assessed
(Number refers to assessment)
Emily Alford, 1998
*Numbers after Te
Integrated Curriculum and Instruction Design: InquiryBased Learning
Authors:
Title:
Goals/Standards: (#’S)
Grade Level:
CONTEXT
Engaging the Learner
Teachin
Final Team Performance
Individua
Teachin
 = outcome is assessed
(Number refers to assessment)
Emily Alford, 1998
*Numbers after Teaching
You are a woman in American History. Who would you
be? How would you feel? What would you do? Write an
essay telling about you as a famous woman in American in
American History.
_______________________________________________